gradingwrittenprojects - Grading Written Projects: What...

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July/August 2008 325 ne of the most time-consuming, frustrating tasks that marketing faculty face is the grading of students’ essays. Educators want their students to write. Still, the process of grading is lonely and often painful. One question that arises is whether the large amount of time and effort spent in grading is productive. Do students attend to those comments and marks? Do they skip to the grade and miss those carefully crafted words of advice? In the words of one instructor facing piles of blue books, “It is very likely that the student will ignore [my] remarks and flip impa- tiently to the grade” (Socher, 2005, p. C3). If students do take the time to read the advice, what types of comments do they find most useful in improving their writing, and what form should those comments take? For faculty who were not trained in teaching composi- tion, their personal experience as stu- dents often serves as the model for how they will grade essays (Unwin, 1990). Unfortunately, personal experience may not be the best model. Faculty are likely to be at least one generation removed from their students. This age gap leads to dif- ferences in attitudes, values, experi- ences, and learning styles. Generation Y is the largest group of business stu- dents in U.S. history. They are also the most ethnically diverse cohort. Their educational experiences in elemen- tary and secondary school involved access to more types of technology, more extensive quantities of infor- mation, and higher expectations for interactivity than those of previous generations (Drea, Tripp, & Stuenkel, 2005; Pelton & True, 2004). Although an instructor’s primary goal is not to please students or even accommodate their age cohort, by using teaching behaviors that add to students’ learn- ing and avoiding behaviors that detract from learning, faculty members could increase the probability of more posi- tive interactions and better student The present article begins by review- ing the best practices for grading essays as suggested by the literature. Follow- ing that review, the article assesses which of three common grading for- mats students in a marketing principles class report that they prefer as they receive feedback from their instructors. Do they find matrices and rubrics use- ful, or are paragraph comments of dif- ferent kinds most helpful for improv- ing their writing and understanding their grades? The research also looks at some of the common conceptions that faculty have concerning students’ responses to graded papers (e.g., stu- dents just look at the grade and not at the comments) and presents students’ ratings of their agreement with those statements. Grading Written Projects: What
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This note was uploaded on 02/13/2012 for the course ENGL 420 taught by Professor Staff during the Fall '08 term at Purdue University-West Lafayette.

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gradingwrittenprojects - Grading Written Projects: What...

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